and families in the developing world: the young athletes ... · thinking about the challenges of...
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Developing Children with Disabilities and Families in the Developing World:
The Young Athletes Experience
The Association for Early Childhood International (ACEI)
Global Summit on Childhood Vancouver, British Columbia, Canada
April 12, 2014, from 11-12:30pm
Panelists
• Laranna C. Androsoff • Kim Samuel Johnson • Aura Bota • Jane W. Mwangi • Paddy C. Favazza • Reinaldo Espinoza • Noel B. Kiunsi
2
Panelist represent children and families from British
Columbia, Kenya, Tanzania, Romania and Venezuela
and beyond.
Overview
Our panel focuses on the universal experiences of families of young children
with intellectual and developmental disabilities, and information about a new program, Young Athletes, that addresses
child and family challenges
in the global context.
3
Thinking about the challenges of young children with intellectual and
developmental disabilities,
we take a Brofenbrennian perspective to frame our understanding of the experiences of children and families. From this perspective,
context is critical
inclusion is a necessity
if development is to be positively impacted 4
Brofenbrenner’s Ecological Systems Theory
CHRONOSYSTEM
5
Families are the child’s…
Provider of Care Facilitator of Development Partner in Play Provider of Inclusion Observer of Milestones
Families need Information Support Services/Programs
6
Experiences of the Androsoff Family
7
Trinity and her Mom, Laranna
8
SPEECH &
LANGUAGE
PATHOLOGIS
T (Once/
week
following
school year)
DAYCARE &
SUPPORTED CHILD
CARE WORKER
(20 -24 hours/ week)
GRANDPAREN
TS (Strong
rapport – visits
3x/week)
BEHAVIOURAL
INTERVENTIO
N (12
hours/week)
se
TRINITY
PRIMARY
SUPPORTS
CONSULTATIVE
SUPPORTS
LONG-TERM
SUPPORTS
MOM & DAD
PHYSIOTHERAPIST OCCUPATIONAL
THERAPIST
PRIMARY
PEDIATRICIAN
BEHAVIOURAL CONSULTANT
CHILD
DEVELOPMENT
CONSULTANT
FAMILY DOCTOR
SECONDARY
PEDIATRICIAN
COMMUNITY PROGRAMS
BC MINISTRY OF CHILDREN & FAMILY DEVELOPMENT
(MCFD); CYSN Social Worker
RESPITE FUNDING, MCFD
AUTISM FUNDING, MCFD
AT HOME PROGRAM, MCFD CHILDREN’S HOSPITAL
EXTENDED FAMILY & FRIENDS
GRANDPARENTS
DAY CARE
TRINITY’S ECOLOGICAL MODEL OF SUPPORTS
9
To meet the universal needs of
children and families, early childhood programs
a multi-level approach is necessary
• Address the family and child needs
• Empower & support families
• Develop capacity
• Involve the community
• Model inclusive practices
• Respond with cultural sensitivity 10
Young Athletes An early childhood program that uses physical
activities to support motor and social development in children
2 ½ to 7 years of age
Efficacy
Professional Guidelines
Sound Theoretical Underpinnings 11
1. Locomotor Skills2. Play-Game Manipulative Skills3. Fine Motor Manipulative Skills
Reflexive Period(Birth – 2 Weeks)
Preadapted Period(2 Weeks – 1 Year)
Fundamental Motor Skills Period
(1 – 7 Years)
Context-Specific Motor Skills Period
(7 – 11 Years)
Skillful Period(11 Years - Adult)
Young Athletes Program
Clark’s Motor Development Periods
12
Young Athletes:
Locomotion, Object
Manipulation, Motor Play
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Skill Area
Equipment
Opening Songs
Motor Activities
Closing Songs and Dance
Young Athletes Tool Kit
YA Activity Guide
YA Curriculum
24 Lessons , 8 Lesson Summary Cards, 8 Young Athletes at Home Communications
On-Line Links to Additional Resources
http://resources.specialolympics.org/Topics/Young_Athletes/Young_Athletes_Toolkit.aspx
On-Line Links to Equipment Kit
www.flaghouse.com/Giant-Leaps-youngathletes.asp
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Why use a motor program to address challenges?
Regardless of culture or country of origin,
parents around the world immediately see
signs of early motor development, as their child
rolls over
sits independently
reaches for and grasps objects
crawls and walks
15
Examples of Motor Challenges for
Children with Disabilities
Characteristics
Hypotonic (low) Muscle Tone Increased Joint Flexibility
Smaller Digits
Absence of Visual Orientation
Challenges
Balance
Strength
Locomotion
Eye Hand Coordination
Joint Attention
16
Other Challenges Social Skills • Turn taking and sharing • Peer interactions & social
exchanges (greetings, pat on back)
Adaptive Behavior • Willingness to try new activities • Following directions • Sustained participation in
activities
17
Motor Development Provides the Building Blocks for Development
Motor Movement
Exploration
Stimulation
Development: motor skills, social, adaptive behavior, language and cognitive abilities
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YA Global Expansion 2012-2014
Goal Document the adaptations and the impact of the YA on children, families, and communities.
Settings 8 Sites across Kenya, Romania, Venezuela, Tanzania Sample 8 YA Sites 103 Children (ages 3-7)
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Young Athletes Romania
Young Athletes Programme 2012-2013 Beneficiaries: 55 children from 2 to 7 years old
Participants: university students from the APA master
and licence degree
Duration: 10-12 weeks
Location: gymnasium
Partnerships Special Olympics Romania – different profile
Romanian universities •Physical Education and Sports
•Physical Therapy
•University of Medicine and Pharmacy
SOGII Healthy
Athletes
Unified
Sports
Reciprocal
Benefits
SPECIAL EDUCATION
EXERCISE SCIENCE
MEDICAL SCIENCE SOCIAL SCIENCES: DISABILITY STUDIES
PORTAGE EVALUATION SCALE
Self-help
Motor Cognition
Language
Social
Motor stimulation patterns included in Young
Athletes programme improvements in
adaptation areas concerned, especially in
fundamental motor skills, self-help routines and
social insertion.
Statistical correlations were established between
motor behaviour and socialization and cognitive
abilities
Results on PORTAGE
Similar Findings Test of Gross Motor Development
26
0
2
4
6
8
10
12
14
16
18
20
Time 1 Time 2
Loco
mo
tor
Stan
dar
d S
core
TGMD: Locomotor Subscale
RO1
RO4
RO5
RO10
RO12
RO16
Similar Findings Test of Gross Motor Development
27
0
2
4
6
8
10
12
14
16
18
20
Time 1 Time 2
Ob
ject
Co
ntr
ol S
tan
dsa
rd S
core
TGMD: Object Control Subscale
RO4
RO5
RO7
RO8
RO12
RO15
RO16
Conclusions….
For continual support of the families who work to
implement individualized intervention for their child, all
skills should be performed in the context of the family's
rituals and daily routines and the child's play.
Given the bio-psycho-motor profile of the children with
intellectual and developmental disabilities, who have a less
predictable developmental pattern, an early motor program
is an essential part of the complex rehabilitation process
that should be embraced, in order to develop the child’s
abilities and minimize the impact of motor and social delays
or disabilities.
29
Kenya
Sample: 18 children (ages 3-7)
12 with an intellectual disability
5 with autism
6 with cerebral palsy
Most children presented additional challenges including language delays, vision problems, and hyperactivity.
Settings:
A public school
A community center
An early childhood center
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Measures Screening Tools
Multiple Indicator Cluster Survey (MICS) (UNICEF)
ABILITIES Index (Simeonsson, Gailey, Smith, & Buysse, 1995)
Motor Measure
Test of Gross Motor Development (Ulrich, 1985)
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Fidelity
Across the 3 sites completed , YA leaders completed 98% of the 187 YA activities across an 8 week period of time.
Attendance records indicated that children attended YA 80-100% of the time, with most attending every session.
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Results Measure: Test of Gross Motor Development
Pre-YA 11 children were 1-3 SD below norm 7 children were within 1 SD of the norm
Post-YA Significant differences
Locomotion Object Manipulation
All children improved their motor abilities, performing above the norm or within one standard deviation of the norm.
33
Kenya Pre-Post Scores on the Test of Gross Motor Development
34
0
2
4
6
8
10
12
14
16
18
20
Time 1 Time 2
Loco
mo
tor
Stan
dar
d S
core
TGMD: Locomotor Subscale
YACE06
YALR07
YALR04
YALR08
YALR05
YACE04
YACE01
YALR03
YALR02
YACE03
Kenya Pre-Post Scores on the Test of Gross Motor Development
35
0
2
4
6
8
10
12
14
16
18
20
Time 1 Time 2
Ob
ject
Co
ntr
ol S
tan
dar
d S
core
TGMD: Object Control Subscale
YALR07
YALR06
YALR05
YACE04
YACE01
YALR03
YALR02
Young Athletes Voices from Kenya, Tanzania, Venezuela, Romania
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Multi-Level Impact
Child
Family
Community
Global Voices: Impact of YA on Children
Challenges YA Impact
Isolated, Invisible Separated from families Limited/no access to friends, neighbours, community outings
Diminished Development Motor Abilities Adaptive Behaviour Skills (e.g., Social, Language, Self Help)
Included, Visible Play with family members Participate in family routines Walk outside, ride a bus Motor play with new friends,
Improved Development Motor Abilities Adaptive Behaviour Skills
37
Kenya, Romania, Venezuela, Tanzania
Global Voices: Impact of YA on Families Challenges YA Impact
Lack of Knowledge/Understanding Equate disability with witchcraft, demons Cultural messages of uselessness, incapable of anything Symbolic death of child and family
Stress is Heightened Shunned and ostracized Fathers leave the home Mothers unable to work Lack of support and skills
Increased Understanding and Knowledge Narrative changes Learn about disabilities
See immediate, observable change in their child & others as they progress rapidly in a short time
Stress is Buffered Information and New Skills Support from other parents, YA Leaders Programs (YA) and Services (Health, Dental, Vision, Development)
38 Tanzania, Kenya, Romania, Venezuela
Global Voices: Impact of YA on Communities
Challenges Impact of YA
Non-Involvement Prohibited in community customs &rituals Institutionalisation Schools are scarce, far away Experience & Training Teachers & health care providers lack experience Absence of training
Involvement Participation in customs & ritual Attend schools, attend YA Community awareness led to collaboration & volunteerism New Opportunities •Experience for teachers, health care providers, students, neighbours •Training 39
Kenya, Romania, Venezuela, Tanzania
New Voices
• My child rarely expresses emotions and rarely speaks. But I keep talking to him, keep hoping. Today, when I asked, “Did you have a good day?”, he smiled and said, “Good Day! YA!”
• My child knows the days of the week, because we
come to this program 2 times a week.
• I never played with my child, until we did this. Everyone said, he could do nothing. Now, I know they were wrong.
• For the first time, my child has friends here and, she plays more, laughs more!
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Impactful early childhood programs succeed when -
Multi-Level Approach YA
Addresses both the child and family needs ✔
Empowers and supports families ✔
Involves and develops capacity (family , community) ✔
Models inclusive practices ✔
Responds with cultural sensitivity ✔
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grounded by sound theoretical underpinning, informed by professional guidelines,
supported by evidenced based research.
Global Vision for Young Children with Intellectual and
Developmental Disabilities and Their Families by Kim Samuel Johnson
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Comments and Questions
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In closing, we invite you to re-imagine…
A Universal Experiences
That places children and families “at promise”
The Concept of Multi-Level Inclusion As an idea whose time has come
The Influential Role of Quality Programs
To turn the ideal of inclusion into a reality
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Mulțumesc!
Merci!
!